The Effectiveness of a Program Based on Principles of Emotional Design Theory for Instruction in Enhancing Learning Well-being and Reducing Cognitive Fatigue among Deaf and Hard of Hearing Students at University

Elfiel, Helmy Mohamed Helmy

doi:10.21608/edusohag.2022.265419

The Effectiveness of a Program Based on Principles of Emotional Design Theory for Instruction in Enhancing Learning Well-being and Reducing Cognitive Fatigue among Deaf and Hard of Hearing Students at University

Document Type : Original Article

Author

Helmy Mohamed Helmy Elfiel

Department of Educational and Psychological Sciences Faculty of Specific Education- Alexandria University, Arab Republic of Egypt

10.21608/edusohag.2022.265419

Abstract

Recent studies have shown that the emotional design of learning materials raises the positive emotions of learners, which in turn facilitates the learning process and creates enjoyment. Accordingly, the research aimed to identify the effectiveness of a Program Based on Principles of Emotional Design Theory for Instruction in Enhancing Learning Well-being and Reducing Cognitive Fatigue among a Sample of Deaf and Hard of Hearing Students at University. Research sample consisted of (25) deaf and hard of hearing students in the fourth year at academic year (2021/2022), with an average age (24.16 ± 2.38). The researcher used List of Emotional Design Principles for Instruction, the Program Based on Principles of Emotional Design Theory for Instruction, learning well-being scale, and the cognitive Fatigue scale prepared by the researcher and Raven Coloured Progressive Matrices test. In the statistical analysis of data, the researcher depended on the Mann-Whitney test, Wilcoxon test, and the effect size. The Results of the Research indicated that a Program Based on Principles of Emotional Design Theory for Instruction in Enhancing Learning Well-being and Reducing Cognitive Fatigue among a Sample of Deaf and Hard of Hearing Students at University, also the results indicated that the effect size of the program in improving learning well-being and reducing cognitive Fatigue is large. The results were discussed and interpreted in the light of the theoretical framework and previous studies. The research recommended the need to focus on evoking the positive emotions of students within the learning environment; Because of its importance in achieving learning objectives, improving learning motivation, learning well-being, and reducing their cognitive Fatigue.

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